CHAPTER II REVIEW OF RELATED LITERATURE
B. Theoritical Framework
2. DRTA (Directed Reading Thinking Activity) Strategy
Strategy is a pattern that is planned and determined intentionally to carry out activities or actions. The strategy includes the activity's objectives, who is involved in the activity, the activity's content, the activity's process, and the means of supporting the
activity.34 Strategy is an effort made by a person or organization to arrive at the goal.35
Strategy is the science tip in utilizing all the resources that are owned or can be deployed to achieve goals that have been set. Efforts to achieve the final goal are used as a reference in managing strengths and closing weaknesses which are then translated into activity programs that are strategic thinking. To gain an understanding of the text, the reader uses specific strategies.
From the several meanings of the strategy above, it can be concluded that strategy is a plan carried out on specific activities to achieve goals. In using teaching strategies, especially adapted to the material to be taught, it is easier to apply the strategies to be used.
Applying strategies in learning makes it easier for a teacher to carry out the learning process and makes it easier for students to understand the material being taught.
The DRTA (Directed Reading Thinking Activity) strategy is a strategy that focuses students on the text so that students can predict the content of the story by proving it when reading. In using the DRTA (Directed Reading Thinking Activity) strategy, the steps that can be taken are: 36
34 Abdul Majid, Strategi Pembelajaran, (Bandung : PT Remaja Rosdakarya, 2013).page 3
35 Hamdani, Strategi Belajar Mengajar, (Bandung : CV PUSTAKA SETIA, 2011).
page.18.
36Khoiriyah, Reading 1, (Kediri: English Department Nusantara PGRI Kediri University Press, 2010
In Indonesian language learning activities, especially children's story material, you can use the DRTA (Directed Reading Thinking Activity) strategy. This DRTA (Directed Reading Thinking Activity) strategy can make it easier for students to understand the content of the story, and students can make predictions about what has happened in a text before students read the story.
This can encourage students to think about the text message and the content of the text. This step can also encourage students to think according to their thinking. All predictions put forward by students, a teacher must accept. The teacher observes students in formulating questions and hypotheses, processing information, and evaluating.37 The teacher observes students when reading in order to see the difficulties experienced by students and offers help when students have difficulty interacting with reading material.
Based on the definition above, the researcher concludes that reading strategy is a process that is carried out to facilitate the learning process, especially in emphasizing reading comprehension with a series of steps taken.
b. Purpose of DRTA (Directed Reading Thinking Activity)
The purpose of using this strategy is to make it easier for students to understand the content of the story so that they get wider knowledge, Develop potential and thinking power in understanding the
37 Abdul Majid, Strategi Pembelajaran, (Bandung : PT Remaja Rosdakarya, 2013) page 4
content of the story with the DRTA (Direct Reading Thinking Activity) strategy, students can have a broader picture of the material to be studied.38
The purpose of reading DRTA is as follows:
1) Support the teacher as a basic format for introducing regularly structured lessons.
2) Expanding self-understanding of students.
3) Guiding students to do selective reading.
4) Expanding students' skills to read texts.39
c. Stages of Using DRTA (Directed Reading Thinking Activities) Strategy
The following are the stages in using the DRTA (Directed Reading Thinking Activity) strategy in student learning; 40
1) Make predictions based on title
The teacher writes the title of the story learned on the blackboard. The teacher appoints one of the students to read the title on the blackboard. When one of the students reads, the teacher asks the students what the title is about. Give time to students to have the opportunity to predict. All student predictions are accepted even though they are not following the story. When
38 Abdul Majid, Strategi Pembelajaran, (Bandung : PT Remaja Rosdakarya, 2013) page 7
39 Fiorentina Br Ginting, THE EFFECT OF IMAGE MEDIA ASSISTED DIRECTED READING THINKING ACTIVITY (DRTA) STRATEGY ON CLASS IV READING COMPREHENSION AT SD NEGERI 2 KEMILING PERMAI BANDAR LAMPUNG, (Lampung:
Universitas Islam Negeri Raden Intan Lampung,2019)
40Dr. Farida Rahim M.E.D., Pengajaran Membaca Di Sekolah Dasar (Jakarta: Bumi Aksara, 2019)
students predict, the teacher tries not to make predictions.
2) Make predictions from picture clues
The teacher asks students to open their books after they predict the title of the reading text. Students pay attention to the picture by listening to the instructions from the teacher. Students can express their opinion about the picture.
3) Reading material
The teacher asks students to read the reading material according to what students choose. Then students are asked to connect the parts of the story with the story's title.
4) Assess prediction accuracy and adjust predictions
Students read the first part of the story text. The teacher asks questions by directing, "who has correctly predicted this part of the story?" then the teacher asks the students to raise their hands if they are sure their predictions are correct. After that, the teacher asks the students to come forward and read aloud, but the teacher also allows the students whose predictions are wrong to state why they are wrong. Then the teacher asks students to adjust their predictions based on the text they have just read.
5) Teacher repeats procedure 1 to 4
The teacher repeats procedures 1 to 4 until all parts of the story material lesson have been covered. At each reading stop, the teacher repeats step 4 until all parts of the story text are read.
Finally, the teacher instructs students to summarize and describe the story's contents from the text they read according to their respective versions.
After students summarize the story, the teacher asks students to answer questions about the values contained in the story. In addition to the values, a teacher explains that the lessons can be drawn from stories they have read.41 Using this DRTA (Directed Reading Thinking Activity) strategy, students can easily predict and understand the contents of the story texts they have read.42
d. Strengths and Weaknesses of DRTA (Directed Reading Thinking Activity) Strategy.
1) Advantages of DRTA (Directed Reading Thinking Activity):
a) This DRTA strategy contains many types of reading strategies so that teachers can use and pay attention to the differences that exist in students.
b) The DRTA strategy is an understanding activity that predicts stories so that it can help students to get an overall picture of the material they have read.
c) The DRTA strategy shows a meaningful way of learning for students, because learning is not only beneficial for now but for preparing for the next life.
41 Farida Rahim, Pengajaran Membaca di Sekolah Dasar
42 Dr. Farida Rahim M.E.D., Pengajaran Membaca Di Sekolah Dasar (Jakarta: Bumi Aksara, 2019)
d) The DRTA strategy can foster a sense of responsibility, self- confidence, a positive attitude, can deepen students' understanding and helps students to think systematically.b.
Weaknesses of DRTA (Directed Reading Thinking Activity)43 2) In addition to having the advantages of the DRTA strategy, it also
has disadvantages. The following are the disadvantages of the DRTA strategy:
a) The DRTA strategy often takes up a lot of time if the classroom management is not efficient.
b) This strategy requires the availability of reading books, and is often beyond the capabilities of schools and students. However, this can be circumvented by providing reading texts contained in Indonesian language books owned by students, besides that the teacher can also provide a piece of reading text along with a picture.
c) Through reading comprehension directly, the information received cannot be received quickly, unlike the case when obtaining abstractions through oral presentation by the teacher.
This deficiency requires students to think independently and can be overcome with practice. Through the training process, students will get used to capturing information.
43 I Wayan Radiarta Wiguna, ―Pengaruh Strategi DRTA (Directed Reading Thinking
Activity) Terhadap Hasil Belajar Membaca Intensif Siswa Kelas IV Semester I SDN Gugus Belantih Kecamatan Kintamani tahun Pelajaran 2013/2014‖. Jurnal mimbar pgsd universitas pendidikan ganesha jurusan PGSD, Vol. 2 No. 1 ( Februari, 2014), h. 9.
43
CHAPTER III
RESEARCH METODOLOGY
This chapter presents the research method of this current research that consist of approach and design of research, research location, research subject, data collection technique, data analysis, validity of data, and research procedure.